Session Information
Contribution
Description: A key feature of the work of international organisations in education has been their role in shaping what counts as knowledge. In this they can be seen as more than mere 'carriers' or 'diffusers' of knowledge, and increasingly as seeking to define the 'grammar of education' rather than just mediating between a global grammar and national education systems. This paper will outline and compare three examples of this process, which may be observed in the work of the World Bank's Education for the Knowledge Economy(EKE) and Knowledge for Development (K4D) Programmes and its Knowledge Assessment Methodology (KAM); the OECD's Teaching, Learning and Schools for the Future programme and the Bologna Process. It will be suggested that rather than bringing about greater global convergence around a single 'grammar of education' these processes will tend towards the development of parallel discourses and grammars of education.
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